{"id":11695,"date":"2022-08-31T19:46:34","date_gmt":"2022-09-01T01:46:34","guid":{"rendered":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=11695"},"modified":"2022-09-14T23:23:20","modified_gmt":"2022-09-15T05:23:20","slug":"vol30-3-2","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2022\/08\/31\/vol30-3-2\/","title":{"rendered":"Los intentos de transformar an\u00e1lisis de car\u00e1cter metacognitivo en actividad did\u00e1ctica De lo emp\u00edrico a lo did\u00e1ctico"},"content":{"rendered":"\n<p><a href=\"https:\/\/doi.org\/10.24844\/EM3003.02\">https:\/\/doi.org\/10.24844\/EM3003.02<\/a><\/p>\n\n\n\n<p class=\"has-text-align-center\">Guy Brousseau<\/p>\n\n\n\n<p class=\"has-text-align-center\">Bruno D\u2019Amore<\/p>\n\n\n\n<p class=\"has-text-align-left\"><strong>Resumen:<\/strong> En este art\u00edculo queremos mostrar c\u00f3mo la transformaci\u00f3n de un instrumento heur\u00edstico de an\u00e1lisis en un instrumento did\u00e1ctico es un peligroso \u201cdeslizamiento metadid\u00e1ctico\u201d que, en lugar de ayudar en la construcci\u00f3n de conocimientos de los alumnos, por el contrario, los inhibe y bloquea. Damos varios ejemplos, diferentes entre s\u00ed, y proponemos diversos comentarios.<\/p>\n\n\n\n<p><strong>Palabras clave:<\/strong> an\u00e1lisis metacognitivo, deslizamiento metadid\u00e1ctico, emp\u00edrico-did\u00e1ctico.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignright\"><a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/descargas\/vol30\/3\/02_REM_30-3.pdf\"><img loading=\"lazy\" width=\"200\" height=\"72\" src=\"http:\/\/somidem.com.mx\/revista\/wp-content\/uploads\/2016\/05\/descarga2.png\" alt=\"descarga2\" class=\"wp-image-81\" srcset=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/descarga2.png 200w, https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/descarga2-150x54.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/a><\/figure><\/div>\n\n\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c  no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>https:\/\/doi.org\/10.24844\/EM3003.02 Guy Brousseau Bruno D\u2019Amore Resumen: En este art\u00edculo queremos mostrar c\u00f3mo la transformaci\u00f3n de un instrumento heur\u00edstico de an\u00e1lisis en un instrumento did\u00e1ctico es un peligroso \u201cdeslizamiento metadid\u00e1ctico\u201d que, en lugar de ayudar en la construcci\u00f3n de conocimientos de los alumnos, por el contrario, los inhibe y bloquea. Damos\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2022\/08\/31\/vol30-3-2\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[600],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/11695"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=11695"}],"version-history":[{"count":2,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/11695\/revisions"}],"predecessor-version":[{"id":11741,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/11695\/revisions\/11741"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=11695"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=11695"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=11695"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}